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HEALTH AND SAFETY IN THE WORKPLACE
Poultry and Meatpacking Industry Curriculum
Instructional Guide
Interfaith Worker Justice
Western North Carolina Workers’ Center
Voces de La Frontera
North West Arkansas Workers’ Justice Center
OSHA Susan Harwood Grant Recipient 2010-2011
Grant No. SH20850SHO
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TABLE OF CONTENTS
INTRODUCTION
CHAPTER 1: Health and Safety in the Workplace
Section 1-1 Job Fear
Section 1-2 Introduction to Workplace Hazards
CHAPTER 2: Recognizing Workplace Hazards
CHAPTER 3: Controlling Workplace Hazards
CHAPTER 4: Introduction to OSHA and Employee Rights Under OSHA
CHAPTER 5: Chemical Hazard Communications
CHAPTER 6: Improving Workplace Conditions
CHAPTER 7: OSHA Inspections
CHAPTER 8: Introduction to Ergonomics
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Acknowledgements
This curriculum was developed by Interfaith Worker Justice in partnership with
the Western North Carolina Workers’ Center, North West Arkansas Worker
Justice Alliance and Voces de la Frontera, funded in whole or in part with
federal funds the Occupational Safety and Health Administration, U.S.
Department of Labor, under grant number SH20850SHO. These materials do
not necessarily reflect the views or policies of the U.S. Department of Labor,
nor does mention of trade names, commercial products, or organizations imply
endorsement by the U.S. Government.
We would also like to thank the United Food and Commercial Workers Union
for their materials which served as the foundation for several sections in this
training curriculum.
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INTRODUCTION
How to use this curriculum:
The purpose of this curriculum is to provide instructors with basic tools and
information for conducting health and safety trainings for workers with limited literacy and English proficiency in the poultry and meat processing industry.
Before beginning the training, the instructor should make sure that the
instructional space is adequate for the implementation of activities. This
curriculum works best when participants can work in small groups of 4-5 workers either around a table or using floor space.
Each chapter contains an introductory overview with the objectives of that
chapter. Instructors should share these objectives with the class before
beginning the lesson, either by writing it on the chalkboard or flipchart at the front of the room or by verbally conveying the information to the class.
This curriculum is designed to be used in locations with minimal access to
technology. All of the pages that do not contain directions for the instructors
can be used as handouts or overhead slides. [Directions for the activities or
lessons for instructors appear throughout the curriculum in a blue or shaded box.]
Materials needed for this training are: 20-30 chairs, 5-6 tables or floor space
large enough for groups to work, chalkboard or flipchart with tape, 2-3 markers
per group, name tags, and copies of handouts for each student that correspond to the sections that will be covered.
This curriculum can be used in its entirety or in parts, depending on the needs
of the student population. The activities and group presentations may be lengthened or shortened depending on time constraints.
In some instances instructors may want to prepare handouts in a way that
participants can organize them into a notebook that can be taken home and
used as a reference and as material for workers to educate their co-workers
and families about workplace hazards and methods to identify, reduce and report hazards.
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How adults learn best:
Adults learn best through active participation in the learning process, and not
by passively listening to information. These modules are designed to encourage classroom discussion and participation.
This curriculum includes instructions for activities that facilitate learning the
material. Instructors are encouraged to use the activities in this book, but are
not limited from creating their own educational activities to suit the needs of their student population.
Photo Source: International Labour Organization Health & Safety Curriculum
Small Group Activity Method:
Many of the activities in this book are based on the Small Group Activity
Method (SGAM.) The structure consists of having students work on the
activities in their small groups, report their findings back to the larger group,
and having the instructor summarize the reports and highlight key points to the class.
The SGAM method is based on the idea that learning is not a one-way street
from the instructor to the student. SGAM is structured so that students can
learn from each other, the instructor can learn from the students, and the students can learn from the instructor.
Students learn from each other by working together in small groups.
Instructors understand that students can have a great deal of collective
knowledge and life experience that may exceed their own, and that they have
much to learn from them. Finally, by summarizing and highlighting important
information, instructors are able to clarify points and make sure students come away with the correct information.
Source: New Labor/OTEC, Manual de Trabajo de la Salud y Seguridad de los Jornaleros
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A note on Icebreakers, Energizers, Timing and Group Facilitation:
We recommend that before beginning training sessions that instructors lead
participants in an ice-breaker to familiarize people with each other and make
people feel comfortable participating in the group setting. Some ideas for icebreakers can be found in Appendix A.
Additionally, if sessions will be longer than one hour we recommend that there
are small breaks planned into the session with energizers to keep participants learning and engaged.
We also recommend taking into account group size when determining the time
that should be allocated to each activity and that proper allowances in time be
made so that participants are reassured that their participation is important
and valued by instructors. At the same time, instructors should remain
conscientious of the time and feel empowered to move on to the next topic
when necessary in order to cover all the information as planned. Instructors
may find it helpful to maintain a list of talking points to come back to if there is
time at the end of a session so that participants’ ideas and questions can be acknowledged without impeding the progress of the lesson.
Many times groups are dominated by one or two people. It is important that the
instructor can recognize who the dominant characters are in the group to try
and give as many people the opportunity to talk about their ideas despite the fact that some people will be more hesitant to do so.
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CHAPTER 1
INTRODUCTION TO HEALTH AND SAFETY IN THE WORKPLACE
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SECTION 1-1
JOB FEAR
SECTION 1-1 Instructor Overview:
The purpose of this section is to provide students with introductory information
on the importance of health and safety in the workplace and to encourage
students to think of ways in which health and safety issues affect their
communities. The chapter also contains an activity highlighting the issue of job
fear.
For Activity 1-1, the instructor should present the facts to the class, either
verbally or through overheads or handouts, depending on the needs of the
class. The students can then work in their small groups to answer the
questions concerning Victoria’s situation and present their findings to the
class. Alternatively, the class can work together to answer the questions as a
group.
The students should work with their small groups and use information
presented in this chapter and their personal experiences to answer the
questions in the review section at the end of the chapter. The groups can then
take turns reporting their answers to the rest of the class.
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ACTIVITY 1-1
Victoria’s Accident
Victoria came to the United States to find a better life. She
found work in a poultry plant. She was happy to have a steady
job and a paycheck every week.
After some time, her hands began to swell and her arms hurt
up to her shoulders. The pain was too much and she could not
control it. Victoria did not tell anyone about this and would
push herself to continue working at the poultry plant.
Victoria continued experiencing pain and was worried because
she did not want to tell her boss. At her home, her hands
were in so much pain that it was difficult for her to prepare
dinner or to carry her baby. She still remained silent.
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Questions for discussion:
Why do you think Victoria doesn’t want to say anything to her employer?
Do you think that the pain in her hands is related to the work she does?
What might happen if Victoria doesn’t get proper medical care for her injury?
What would you advise Victoria?
Does it make a difference if Victoria has ―papers‖?
What would you do in this situation?
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ACTIVITY 1-1 – JOB FEAR
POSSIBLE ANSWERS
Victoria is afraid of losing his job. She may not speak English, needs the
income, and may have immigration issues. Answers may vary, but Victoria
should be encouraged to discuss the issue with her employer and possibly
leave if the situation does not improve. She may suffer more serious injuries
with the passage of time. She should also seek medical attention.
The instructor should highlight that Victoria is protected by health and safety
laws (discussed later in the training) regardless of her immigration status.
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SECTION 1-2
INTRODUCTION TO WORKPLACE HAZARDS
Health and Safety in the Workplace: Work in the Poultry and Meatpacking Plant
can be Dangerous!
Section 1-2 Instructor Overview:
The purpose of this section is to provide students with the tools to recognize
different kinds of hazards in their workplaces and understand why poultry and
meatpacking workers suffer higher injury rates than many other industries.
Students will learn to identify safety and health hazards and will be able to map
where those hazards are located in their workplaces.
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Health and Safety in the Workplace:
Work in the Poultry and Meatpacking Plant can be Dangerous!
Introduction to Poultry and Meatpacking Worker Hazards
According to OSHA, about 100 poultry workers have been killed on the job in
the past decade and over 300,000 have been injured. This is a rate higher
than that of manufacturing as a whole, and OSHA officials admit that 2-3 times
as many injuries have probably gone unreported.
A Duke University study found that of 300 workers interviewed, 43% reported
symptoms of musculoskeletal disorder (MSD). Similarly, in a Wake Forest
University study, 46% of poultry workers surveyed reported problems with their
arm, wrist or hands.
No MSDsreported
Between 43-46%of workersreported MSDs
Other injuries include:
Lacerations and amputations
Strains, sprains, contusions (primarily from slipping and falling)
Chemical exposure
Exposure to cold, damp conditions
Source: http://www.ncfan.org/storage/NC%20Poultry%20Statistics-Fact%20Sheet.pdf
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Additional Workplace Violations:
Wage theft:
In an investigation done by the Wage and Hour Division of the US
Department of Labor in 2000, they found that 100% of all poultry plants
were guilty of stealing wages from workers. This includes not paying for
all hours worked, such as time spent putting on and taking off protective
gear, and not paying overtime when workers work over 40 hours in a
week.
Workers' wages and high injury rates equal 100% worker turnover rates
throughout the industry.
Sources: Kim Bobo, Wage Theft in America; UFCW, Injury and Injustice: Issues Affecting America’s
Poultry Industry
Line speed:
Workers are constantly pressured to work faster and faster each day. Because
of this pressure from management, workers are forced to work to cut corners
and work carelessly, causing injuries. Over the years, management has sped
up line speeds and reduced the number of on line workers. In poultry plants,
worker productivity is at an all-time high-- workers process an average of 190 birds an hour, up from 143 a decade ago.
Sources: Northwest Arkansas Workers’ Justice Center, Issues Affecting Poultry Workers in NWA;
UFCW, Injury and Injustice: Issues Affecting America’s Poultry Industry
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Bathroom breaks:
Poultry and meatpacking plants are notorious for not allowing workers to use
the restroom as often as needed, even though this is a violation of OSHA’s
sanitation standard. When a worker needs to use the restroom, he/she is
required to find somebody to take his/her place on the line. Workers have
reported cases where management will absolutely not allow them a restroom
break and workers have urinated themselves in the work area. Not only is this
an OSHA violation, but it is humiliating for the workers who have to ―hold it in‖
until the next rest period.
Sexual harassment
Sexual harassment is also common in the poultry and meatpacking industry.
The workers mostly affected by this are undocumented women who are
harassed by co-workers or their supervisors. Many are afraid to speak out
because of their legal status. The Northwest Arkansas Workers’ Justice Center
knows of at least one case of rape at a poultry plant.
Source: Northwest Arkansas Workers’ Justice Center, Issues Affecting Poultry Workers in NWA
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ACTIVITY 1-2
Introductory Conversation about Workplace Hazards
The instructor should to engage the group in identifying workplace hazards and
consequences. Answers to the first question below can be recorded on Chart or
butcher paper and used to compare hazards recognized before the training
and after receiving the training.
In reviewing the industry-specific hazards highlighted in the next chapter, the
instructor may wish to come prepared with chart paper with a symbol of each
hazard. The instructor can then list out the impacts to worker health below
that symbol as they are discussed. This can be reviewed later when identifying
hazards and talking about hazard controls in following chapters.
Exploratory Discussion Questions:
What types of hazards or injuries have you observed at work?
What consequences can these hazards or injuries and illnesses have for
workers and their families?
Possible Answers:
For workers some of the direct costs of an injury or illness are:
the pain and suffering of the injury or illness;
the loss of income;
the possible loss of a job – ability to perform work in the future;
long-term inability to provide for one’s family;
health care costs.
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CHAPTER 2
RECOGNIZING WORKPLACE HAZARDS
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INDUSTRY-SPECIFIC HAZARDS
Materials in this section adapted from UFCW, ―Meatpacking, Poultry, and Food Processing: A Safety
Committee Guide for the Workplace.‖
NOISE
Group Discussion Recognizing Noise as a Hazard and Its Effects
1. Have you ever experienced any of the following? (Raise your
hand.) Shouting to your coworkers that are standing nearby so that they can
hear you.
Ringing or humming in your ears after leaving a noisy work area.
Turning up the volume on the radio or TV louder than normal.
People telling you that you are having trouble hearing them.
If so, this may mean that you are being exposed to dangerous noise levels! We
will discuss the impact of this in a moment.
2. What do you think are the effects of exposure to noise?
Exposure to noise over a long period causes permanent hearing loss. It
is easy to ignore hearing loss because it can’t be seen, doesn’t hurt, and
can take years to develop.
Noise exposure is also linked to increased blood pressure, headaches,
and disruption of sleep.
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What should your employer do about noise in your workplace?
It is the employer’s responsibility to test each noisy area to see if noise
levels are too high, and to try to quiet the area if sound levels are
dangerous. Some examples of steps the employer can take include:
o Substituting noisy machines with ones that are less noisy.
o Enclosing the machine or equipment to reduce noise.
o Installing a muffler where possible.
o Installing vibration mounts to absorb noise from vibrating
equipment.
o Having walls between machines and workers.
o Having noise-absorbent materials on the walls.
If it is impossible to dampen the sound, a hearing conservation program,
including free annual hearing tests, must be started. The employer
should follow up with employees whose hearing test show that they are
suffering from hearing loss.
Your employer should provide free hearing protection to employees in
the form of ear muffs or ear plugs.
Your employer should also provide training and education on noise and
health effects.
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TEMPERATURE
HEAT
Packing houses, poultry plants, and food processing plants are often hot and
humid. Working in these environments can have health effects, especially if a
worker is not used to working in these temperatures.
What are some sources of heat and humidity in poultry, food processing, and
meatpacking plants?
Ovens
Cookers
Scalders and use of flames to remove hair from skin of animals or
feathers from birds
Steam vacuums
Water
In addition, workers are exposed to heat where there is limited air movement,
hard physical work, lack of breaks and lack of access to drinking water.
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Heat-related Illnesses
Fainting.
Heat rashes can result from excessive sweating.
Heat cramps. These are muscle spasms that are caused when workers
sweat without replacing the salt they have lost through sweating.
Heat exhaustion. This results from prolonged sweating. Victims
experience extreme weakness or fatigue, clammy or moist skin,
dizziness, and sometimes fainting.
Heat stroke. This is the most serious health problem. Mental confusion
and delirium can occur, and if not treated properly, the worker can go
into a coma and die.
Have any of these happened to you or someone you know at your workplace?
What can your employer do to reduce or control exposure to heat and its
effects?
Install air conditioning and/or fans to reduce air temperature and increase air movement and humidity. Dehumidifiers also reduce humidity
Insulate equipment to reduce amount of heat that is radiating
Allow workers time to get used to working in the heat. For new workers or workers who have been away from the job for over a week, it can take about a
week for them to get used to working in a hot environment.
Provide frequent rest breaks in cool areas
Provide plenty of water and sports drinks which replace salts lost through sweating.
Provide training for workers.
Provide gloves for workers working in hot areas and rain gear for workers
working in hot steam.
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COLD
Many parts of poultry, meatpacking, and food processing plants are kept at
near-freezing temperatures so that bacteria does not grow. Areas such as
chillers and freezers may require temperatures as low as -40°F.
What are some of the health effects from the cold?
Exposure to the cold without proper personal protective equipment can
lead to dumbness, sickness and loss of dexterity.
Frostbite can occur when tissue freezes as a result to exposure to
extreme cold.
Immersion foot or trench foot results from long, continuous exposure to
the cold while moving very little.
Hypothermia results from more prolonged exposure to the cold.
Exhaustion sets in and a coma and death can occur rapidly.
How should you and your employer reduce or control exposure to cold in your
workplace?
Place coolers as far away from workers as possible.
Install wind deflectors and barriers to protect workers from wind chill.
Clean equipment more frequently so that the temperature does not need
to be as cold to keep equipment from malfunctioning.
Workers should have proper personal protective equipment and clothing.
Dress should be lightweight, waterproof and layered. It should allow
moisture to evaporate from the inside while preventing moisture from
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penetrating the outside. If workers are required to work in chillers or
freezers, the employer should provide them with ―freezer suits‖ along
with insulated safety-toed foot wear.
Workers in cold environments need to be able take rest breaks in warm
areas.
Job rotation. Employers should use a rotation schedule to address tasks
considered to be high risk and to minimize exposure to cold.
CHEMICALS
Chemicals can enter the body through breathing, swallowing, through the skin,
or through cuts and openings in the skin. Some chemicals have immediate
harmful effects, while some cause harm through exposure over time. Some of
the chemicals that you may encounter in the poultry and meatpacking plant
include:
Ammonia
Chlorine
Carbon Dioxide
Cleaning Chemicals
Poultry dust
We will learn more about chemical hazards in Chapter 5.
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CUTTING TOOLS
Use of knives, scissors, and other hand tools result in the most common
injuries in the meatpacking, poultry, and food processing industries.
The injuries include cuts, lacerations, stab wounds, and amputations.
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ACTIVITY 2-1
Hand Tool Injuries and their Impact on Workers
Discussion:
Using the illustrations on the previous page, ask students to mark which of the
hand tools they use at work. The instructor can then go through the list and ask
that participants stand when the instructor is pointing to one of the hand tools
that they use at work. If the tool that participants use is not illustrated then the
instructor can ask that they add an additional illustration to show the tool that
they use.
Activity:
The instructor may also ask participants to act out the motion they make while
using those tools and arrange people around the workers to reflect the amount
of space between workers on the assembly line. As the participants are going
through the motions of their work, the rest of the group can analyze the
hazards to the worker and his/her coworkers on the line. Workers may also
want to discuss injuries they have seen at work from using these hand tools
and their impact on workers who have been hurt.
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Points of discussion:
A. What are some of the hazards related to hand tools?
Fast pace of work.
PPE that doesn’t fit properly or is in bad shape, such as gloves that are
too large or have holes in them.
Crowded work stations with sharp tools.
Slippery and poorly designed handles.
Dull edges on tools that require greater force.
B. How can you and your employer reduce or control these hazards in your
workplace?
Your employer should redesign work stations so that workers are spaced
at safe distances.
Your employer should maintain reasonable work speeds. This could
include having more workers.
Sharpen knives and other tools.
Wear metal mesh gloves, sleeves, aprons, belly guards, wrist and arm
guards. This equipment should fit and be free of defects, and your
employer should train you on how to use it properly.
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MACHINE GUARDING
Don't Get Caught in Moving Parts!
One of the biggest hazards for workers in this industry is unguarded machines
and equipment. Workers’ body parts can become entangled in the machines
and can cause amputation or even death. Workers’ clothing and protective
equipment can also get caught in the equipment and pull the worker into the machine.
Discussion:
1. What machines do you work with?
2. What dangers can you identify when working with these machines
3. When a machine malfunctions who fixes it?
4. Are workers trained to do the tasks that they are asked to perform
working with the machines?
5. What are some safeguards you have seen to protect workers from
dangerous machinery? – Is it enough?
Machine Guarding. OSHA requires your employer to provide shields and guards
for all machines that workers can come in contact with. This is to protect you
from being caught in moving parts. Before operating the machines, make sure
that the guards are in place and undamaged.
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Lockout/tagout. Workers can get killed while cleaning, fixing, or maintaining
equipment that they believed had been turned off but was not locked or tagged
out. Lockout/tagout means that the machine is completely turned off and
disconnected from the power or energy source. A lock is used to lock out the
switch that could turn it back on.
OSHA requires your employer to develop lockout/tagout procedures and
training. These procedures usually include:
Preparing for shutting down
Shutting down the machine or equipment
Applying the lockout/tagout device
Verifying that the machine or equipment no longer has an energy source.
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ACTIVITY 2-2
Hazard Mapping
Students will divide into groups according to the department in which they work
(ie., live hang, debone, wings and thighs, or however the work is organized.)
Each small group will create maps of their work space within the department.
To begin, participants should draw a floor plan of a workplace in the
department where they work. The plan should show rooms, work areas, lines
and equipment, windows and doors. The maps can be very basic.
When they are finished, each group will decide where the hazards are located
in their workplaces. Using the fact sheets as a reference, students should mark
those places on the floor plan with their markers. If a student is not sure
whether something is a hazard, they should mark it as a hazard and discuss it
with the group.
Students can also decide if there are hazards elsewhere in the workplace such
as storage areas and bathrooms.
Students should take 15 minutes to prepare the maps, and then present them
to the group.
Alternatively, the instructor can come with a prepared map of a known
workplace.
While implementing this activity, the instructor should try to tease out any
details about the workplace regarding where boxes are scattered, how close
together workers stand, the odd tasks workers may be asked to perform etc. so
as to get a full picture of the workplace hazards.
The final map can look like the map on the following page.
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HAZARD MAP (Example)
Source: MassCosh.org
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FACT SHEET #1
SAFETY HAZARDS
Think about the previous section on industry-specific hazards, as well
as the hazards in these fact sheets as you map your workplace.
TYPES OF HAZARDS EXAMPLES
Slip/Trip or Fall Hazards- Any
situation where a person can slip
or trip and/or fall.
Ladders, wet or
greasy floors,
scaffolds, open
stairways, random
objects /clutter
placed in path etc.
Falling Objects- Workers are at
risk of falling objects when work
is being done above them or
when materials are not stacked
properly.
Working
underneath cranes
or scaffolds, object
placed on a shelf
that is too high.
Electricity- Electrocution can
occur when a person comes into
contact with an electric current.
Electric equipment,
electrical wires,
lightning, batteries.
Sharp Objects- Sharp objects can
cause cuts or even amputations.
Knife, saw, meat
cutter, box cutter.
Moving Objects- A person can be
struck, run over or crushed by
heavy machinery.
Tractors, trucks.
Repetitive Motions- Work that
requires the same motion over
and over can cause pain or
injuries over time. This can
occur even if the motions are not
difficult.
Assembly lines,
poultry and meat
cutting, computer
keyboards.
Heavy Lifting- Objects that are
too heavy or carried incorrectly
can cause back problems or
problems in other parts of the
body. Back problems are the
most common workplace injury.
Boxes, people.
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FACT SHEET #2
CHEMICAL AND BIOLOGICAL HAZARDS
Chemicals can enter the body in the following ways:
o Inhalation (breathing)
o Ingestion (swallowing)
o Absorption (through the skin)
o Through cuts or openings in the skin
Biological hazards are those that can exist when humans come into contact
with other living things.
TYPES OF HAZARDS EXAMPLES
Dusts- Dusts are small particles of
solids. You can be exposed to
materials that are already in dust
form, or through work processes
that create these dusts.
Cement bags,
fiberglass, asbestos.
Liquids- These are chemicals that
are found in liquid form at room
temperature.
Pesticides, paints,
cleaning products.
Animals- Many injuries and
illnesses can be caused by contact
with animals or their waste.
Allergies, manure.
Fact sheets adapted from: Work Safe, Work Smart, Minnesota Department of Health Curriculum.
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CHAPTER 3
CONTROLLING WORKPLACE HAZARDS
35
Chapter 3 Instructor Overview:
The purpose of this chapter is to build on the previous activity of mapping
workplace hazards and to encourage students to think about ways in which
these hazards can be controlled.
For this chapter the instructor should provide the graphic that demonstrates
the continuum of hazard controls to participants. The instructor can then ask if
any of the participants wants to explain what they see in the graphic before
explaining it in further detail for the group.
The students should work with their small groups and use this information and
their personal experiences to guide their responses to the activity and review
questions. Each group can then take turns sharing their answers with the rest
of the class.
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CONTROLLING WORKPLACE HAZARDS
Employers should maintain conditions and adopt practices that protect
workers.
HAZARD CONTROL MEASURES
HIERARCHY OF CONTROLS
Most effective (best)
▲
|
|
|
|
|
|
|
|
▼
Least effective (worst)
*****
Elimination of hazard
****
Substitution
***
Engineering
**
Labor Practices/ Administrative
Controls
(Training and Procedures)
*
Personal Protective Equipment
Source: UFCW, A Safety Committee Guide for the Workplace; National Labor College Health and Safety
Curriculum
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EXPLANATION OF GRAPHIC
Elimination
The best way to control a hazard is to eliminate it entirely. It is best to do this as
early as possible. An example of elimination would be to use an electric forklift
truck rather than a gas operated forklift truck to eliminate carbon monoxide in a
warehouse. Another example would be to use a chain from the floor to open an
elevated valve rather than using a ladder to climb up and open the valve.
Substitution
When a hazard cannot be eliminated completely, the second best alternative is
substituting the dangerous condition. The idea is to substitute chemicals,
equipment, or hazardous materials with ones that are less hazardous. An
example of this would be using paint that does not contain lead-based pigments.
A potential problem is when the product being used as a substitute is as
dangerous as the original. For this reason, it is important to find out if the product
is truly less hazardous than the original.
Engineering controls
Engineering controls are another way that technology can be used to change the
work environment, a machine, or some equipment in order to reduce the hazard.
For example, machine guards, backup alarms, guardrails, covers, slip resistant
surfaces, and using machines to move heavy objects instead of carrying them.
Administrative controls
Administrative Controls or Changing Labor Practices means changing the way and
the structure of how work is done. Example: Instead of one employee exposed to
a particular hazard for eight hours a day, the employer could assign four workers
to work for two hours each. This could be used for repetitive tasks or for any
exposure to a chemical hazard.
Personal Protective Equipment
Personal protective equipment (PPE) can include respirators, and protective wear
for the eyes, ears, and face, gloves, and protective rope. PPE is the least efficient
way to protect workers because it does not get rid of the hazardous situation. If
equipment fails, workers are still exposed to the risk.
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ACTIVITY 3-1
Applying Workplace Hazard Controls
Ask the students to use the hazard maps that they developed in the previous
exercise and to work with their same groups to choose one hazard from their
maps that they believe is important.
The students should then take 5-10 minutes to prepare a short skit where they
as workers approach their employer to discuss ways that the employer can
control the workplace hazard. Students should incorporate at least one of the
hazard control methods listed in this chapter.
Depending on the needs and size of the classroom, some students can act as
employers and others as employees, or the instructors and facilitators can act
as employers. If possible, each student should have a speaking role.
39
REVIEW AND DISCUSSION
1. What is the best way to control a workplace hazard? What is the next
best? What is the least reliable means of hazard control?
2. What PPE do you use in the workplace?
3. What is the danger of only using PPE as a way to control a workplace
hazard?
4. What types of hazard controls exist in your workplace?
5. What other ideas do you have for hazard controls in the workplace?
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REVIEW AND DISCUSSION– POSSIBLE ANSWERS
1. Elimination. Substitution. PPE.
2. Answers can include gloves, helmets, boots, safety glasses,
earplugs etc.
3. The danger of using PPE is that it does not get rid of the hazardous
situation.
4. Answers will vary depending on the participants, but an example
could include machine guarding (engineering control) and job
rotation (administrative control).
5. Answers will vary. Note to instructor: Keep a record of these
answers for participants to use to design an ―action plan.‖
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CHAPTER 4
INTRODUCTION TO OSHA AND EMPLOYEE RIGHTS UNDER OSHA
42
Chapter 4 Instructor Overview:
The purpose of this chapter is to provide students with a basic understanding
of OSHA, its mission, and its functions and employee rights in the workplace
under OSHA. These rights are broken up into five major categories listed on
the following page.
Because of the volume of information presented in this chapter, the instructor
should assign 1-2 categories or subcategories of rights to each small group.
Each group should take 5-10 minutes to read the section it was assigned to
the rest of the class.
Alternatively, the instructor can present the information (through handouts,
overheads, or verbally, depending on class needs) and have students use this
information to answer the review questions at the end of the chapter.
The information contained in this chapter has been adapted from the
Introduction to OSHA Guide:
http://www.osha.gov/dte/outreach/construction_generalindustry/materials/in
tro_to_osha/intro_to_osha_guide.pdf
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What is OSHA?
OSHA’ is a federal agency of the United States government whose mission is to
prevent accidents and protect the health of workers.
OSHA, part of the Department of Labor.
It was created in 1970 by the Occupational Safety and Health Act
(also known as the ―OSH Act‖) with the purpose of assuring safe
and healthy working conditions for all workers.
This agency is responsible for workplace health and safety in the
United States.
Some states have their own health and safety programs—these
need to be approved by OSHA.
Food for Thought:
OSHA has over 1000 federal inspectors and 1400 state inspectors.
BUT…
There are over 8 MILLION workplaces in the United States!
What does this mean for workers?
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YOUR RIGHTS UNDER OSHA CAN BE CATEGORIZED AS
5 BASIC RIGHTS
1. Right to a healthy and safe workplace.
2. Right to receive information.
3. Right to receive training.
4. Right to request that a dangerous situation be changed, to file
complaints, and to participate in the process.
5. Right to be protected against retaliation.
**ALL EMPLOYEES HAVE THE SAME RIGHTS UNDER OSHA
REGARDLESS OF IMMIGRATION STATUS!**
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1. Right to a healthy and safe workplace.
Under OSHA Section 5(a)(1), employers must provide their employees with a
workplace that is free of known hazards that can cause death or serious
physical harm to their employees.
A healthy and safe workplace means one in which there are no hazards and
where workers are trained. If a risk cannot be eliminated completely, the
employer should provide protection such as gloves or masks.
Section 5(a)(1) is known as the general duty clause. If OSHA does not have a
specific rule for a particular workplace hazard, the employer is still required to
provide a healthy and safe workplace under the general duty clause.
2. Right to receive information
You have the right to receive information from your employer about
Your rights as a worker
Injuries and illnesses in your workplace
Medical records and hazardous exposure records
Dangerous chemicals
2-A. Right to receive information about your rights as a worker:
Employers are required to have a copy of the OSHA poster that explains your
rights as a worker.
Have you seen the OSHA poster in your workplace
46
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2-B. Right to receive information about injuries and illnesses in your
workplace:
OSHA requires employers with more than 10 employees to keep a log of
injuries and illnesses in their workplace. This log is called OSHA 300. This log
has to contain every injury and illness that resulted in lost workdays, restricted
work, transfer to another job, and any other incident that required more than
just basic medical care. You have the right to review this log and all logs kept
by your employer for the last 5 years.
2-C. Right to receive information from medical records and toxic
exposure records:
You have the right to examine and copy medical records and toxic exposure
records. OSHA requires that your employer measure the level of exposure to
harmful substances. Workers have the right to observe this and examine the
results. Examples of harmful or toxic substances include:
Metals, like lead and cadmium
Biological hazards, like viruses and bacteria
Physical hazards, like heat, cold, or vibrations
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2-D. Right to receive information about toxic chemicals.
Employers are required to provide information about dangerous chemicals in
writing. This includes:
Labeling containers
Material Safety Data Sheets
Training workers about chemical hazards, how workers can protect
themselves, and the procedures that the employer has for
protecting workers.
We will learn more about toxic chemicals in Chapter 7.
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3. Training.
You have the right to receive training from your employer on OSHA rules.
These trainings can be about different topics, such as fall prevention,
how to use personal protective equipment, etc.
4. Right to ask that the dangerous situation be changed and to file
complaints.
You have these rights:
Right to ask that your employer fix the dangerous conditions or
their violations of the law.
Right to file a complaint with OSHA.
Right to be involved in the investigation of your workplace by
OSHA.
Right to ask for the results of that investigation and to ask for a
review if OSHA does not cite your employer.
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4-A. Right to ask that your employer fix the dangerous conditions or
their violations of the law.
If you complain to your employer about your workplace conditions,
OSHA says that your employer CANNOT
Transfer you to another position
Deny you a raise
Reduce your hours
Fire you
Penalize you in some other way
…as long as your complaint was made in ―good faith.‖ This means
that you really believed there was a violation and did not complain
only to bother or harass your employer.
4-B. Right to file a complaint with OSHA.
You can file a complaint with OSHA if you believe that there has been
a violation of an OSHA regulation or if you believe you are in imminent
danger at your workplace. If you file a claim, you have the right to
know what actions OSHA decided to take on your claim. You can ask
for a review if OSHA does not do an inspection.
Later we will talk about filing a claim with OSHA.
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4-C. Right to participate in an OSHA inspection.
If OSHA inspects your workplace, you have these rights:
Right to have a representative accompany the inspector during
the inspection.
Right to talk to the inspector privately. You can show the
inspector hazards, injuries, or ask any questions you may have
about health and safety.
4-D. Right to ask for the results of the investigation and to ask for review
if OSHA does not cite your employer.
Right to know the results of the inspection and what OSHA told
your employer to do to correct the problem. OSHA requires the
employer to post the results of the inspection and penalties. If
the citation is not posted by the employer, the employee should
contact OSHA.
Right to have your worker representative be involved in any
meetings or hearings related to the inspection.
Right to object to the date that OSHA gave your employer to fix
the problem, and to be notified if your employer appeals OSHA’s
decision.
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5. Right to be Free from Retaliation for Asserting Your Rights.
Under Section 11(c) of the OSH Act, an employer cannot penalize or
discriminate against workers for asserting their rights to
Complain to the employer, OSHA, your union, or any other
government agency about workplace health and safety.
Participate in OSHA inspections, conferences, hearings, and other
OSHA activities.
Workers have a right to refuse to do a job if they ―in good faith‖
believe that they are going to be exposed to imminent danger.
―In good faith‖ means that the worker as sufficient reason to think
that there is a risk. This is a very strict standard, so refusal should
be a last resort. If there is time, the dangerous condition should
be reported to OSHA or another government agency.
IF YOU THINK YOU HAVE BEEN PENALIZED FOR ASSERTING YOUR
RIGHTS, YOU NEED TO CONTACT OSHA WITHIN 30 DAYS!!
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REVIEW AND DISCUSSION
1. What is the name of the agency that is charged with protecting worker
health and safety?
2. Maria works at the poultry plant. Recently she complained to her supervisor
that her knife was not sharp enough to make the cuts on the chicken that she
needed to do her job well.
After that, Maria’s supervisor moved Maria to a less desirable task.
What options does the OSHA law give Maria?
Does it matter if Maria doesn’t have papers?
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REVIEW AND DISCUSSION – POSSIBLE ANSWERS
1. OSHA.
2. Maria can file an 11(c) complaint for retaliation. Maria can also organize
with other workers to improve conditions (see Chapter 8.)
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CHAPTER 5
CHEMICAL HAZARD COMMUNICATIONS
56
Chapter 5 Instructor Overview
The purpose of this chapter is to provide students with a basic understanding
on OSHA’s Hazards Communications standard. Students will learn how to read
a Material Safety Data Sheet by working in small groups to review and answer
questions about an MSDS for a chemical used in commonly their industry.
**For further introductory information on chemicals and their effects, please
refer to the training module produced by the Northwest Arkansas Workers’
Justice Center and Arkansas Coalition for Occupational Safety and Health, La
Salud y Seguridad en el Trabajo.
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CHEMICAL HAZARDS COMMUNICATIONS
As we learned earlier, OSHA requires your employer to provide you with written
information about hazardous chemicals in your workplace. This is called
OSHA’s hazard communication standard. Under the standard, your employer is
required to do these things:
MSDS. Your employer is required to keep Material Safety Data Sheets (MSDS)
related to each of the chemicals used in your workplace. The MSDS gives
information about the hazards associated with the chemicals and ways for you
to protect yourself from harm while using them. You have the right to request
to read the MSDS of the chemical you must handle. (Note: Material Safety
Data Sheets are not required to be in languages other than English.)
Labeling. Your employer must label containers of hazardous substances with
the chemical name of the material and hazard warnings. (Note: Labels are not
required to be in languages other than English.)
Hazard Communications Program. Employers must have a written hazard
communication program, which must include a list of all hazardous materials
at the worksite and an explanation of how the employer will comply with
OSHA’s standard.
Training. Workers who are exposed to dangerous chemicals are required to be
trained in a language they understand. This training should include the names
and locations of hazardous chemicals at the worksite, the procedures that the
employer has developed to protect workers from the chemicals, ways to
measure hazardous chemicals at the worksite, as well as information about
MSDS and where they are located, container labeling, OSHA’s standards, and
the employer’s hazard communications program.
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ACTIVITY 5-1
Understanding Material Safety Data Sheets
Appendix B to this curriculum contains a Material Safety Data Sheet for
ammonia hydroxide, chemical used in the poultry and meatpacking industry.
The instructor should provide each small group with a copy of the MSDS as well
as the questionnaire on the following page. The students should use their
MSDS to answer the questions in the handout. Choose 2-3 questions for the
groups to present their answers to the rest of the class.
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MSDS QUESTIONS
1. What is the purpose of a MSDS?
2. What chemical is this MSDS for?
3. What are the ingredients that make up this chemical?
4. What ―warning words‖ would you find on the chemical’s label?
5. Is this chemical . . . Flammable? Corrosive? Reactive when mixed with other
chemicals?
6. What protective equipment should you wear when using this chemical?
7. What would happen to you if you ingested this chemical?
8. What would happen if this chemical came into contact with your skin or eyes?
9. What would happen to you if you were exposed to this chemical over a long
period of time (chronic exposure)?
10. What first aid measures you should take if the chemical is inhaled?
Source: Work Safe, Work Smart, Minnesota Department of Health Curriculum.
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CHAPTER 6
IMPROVING WORKPLACE CONDITIONS
61
Chapter 6 Instructor Overview
The purpose of this chapter is to provide students with information on the tools
available to them to improve workplace conditions. The activities in this
chapter are designed to teach some of the skills needed to engage in collective
actions and to file an OSHA complaint.
The instructor should provide the students with the information contained in
the following pages, either verbally or through overheads or handouts,
depending on the needs of the class. The students should work with their
small groups and use this information and their personal experiences to
perform the activities in the chapter. The groups can then take turns sharing
their findings with the class.
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ROLE OF THE WORKER CENTERS
What is a worker center?
Worker centers community-based and community-led organizations that
engage in a combination of service, advocacy, and organizing to provide
support to low-wage workers.
Janice Fine, "AFL-CIO & NDLON Enter Watershed Agreement to Improve Conditions for Working Families." Press release. National Day Laborer Organizing Network. August 9, 2006.
Questions for discussion:
Is there a worker center in your area?
What type of services or training does your local worker center provide?
How has your local worker helped you or other workers?
63
ACTIVITY 6-1
Organizing for Workplace Improvements
Recall Victoria, the worker from Chapter 1. She has been experiencing severe
pain and swelling in her hands and arms, and she had been afraid to talk to
her employer about the situation.
Yesterday, Victoria went to her local worker center because her employer has
not paid her for one week of work. Victoria is not sure if she wants to return to
work.
At the worker center, she learned that there were other workers who had
worked for the same employer who were also owed wages and had similar
injuries.
In the small groups, have students take about 15 minutes to put together a
skit where the group of workers hold a meeting at the worker center to discuss
their situation and decide their next steps. Students should think about their
needs and what they would like their employer to do. Students are encouraged
to think creatively about their approaches to this situation.
*** Students may also want to review the steps to forming a workplace health
and safety committee and the checklist in Appendix C to reflect on next steps.
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ROLE OF OSHA
Filing an OSHA Complaint
Ways to File
You can download the form from OSHA’s website (www.osha.gov), fill it
out, sign it, and mail or fax it in. These types of complaint are the ones
that are most likely to result in an OSHA inspection of your workplace.
You can file a complaint online. However, most online complaints are
resolved informally over the phone.
You can call or visit your local OSHA office. They can give you a
complaint form if you wish to fill it out then or file it at a later time.
You can call or visit your local worker centers. The worker center can be
authorized to act as your representative in the complaint process.
*This is true in OSHA Region V; the question has not been specifically addressed in other OSHA regions.
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Information to Include in Your OSHA Complaint
Make sure to be specific and include details. The complaint form may be
the only information the inspector has about your situation.
Name, address, and type of business. The inspector’s research on your
employer’s company and the hazards in your industry will be based on
this information.
Description and location of hazards. This is the most important part.
You should describe the hazards clearly and their location so the
inspector knows where to look. If the complaint is about chemicals, you
should identify them if you can and include a copy of the MSDS if
possible.
You should state whether you have tried to get the employer to fix the
problem before or contacted another agency, like the fire department,
about the problem. OSHA may want to talk to that agency about the
issue.
You can request for OSHA not to reveal your name.
Signature and address. If you want OSHA to conduct an inspection, it is
important to sign the form. Your address will allow OSHA to send you
copies of inspection information.
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ACTIVITY 6-2
Filing an OSHA Complaint
Appendix D contains a blank OSHA complaint form. Pass out copies of the
blank OSHA complaint form to the groups. Using the facts and instructions on
the following page, have the students work in groups to write a complaint for
Victoria. The groups can then take turns presenting a short summary of the
information that they included in their complaints.
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ACTIVITY INSTRUCTIONS
FILING AN OSHA COMPLAINT
Yesterday, Victoria, the worker in the poultry plant from the previous chapters,
saw one of her co-workers accidently slip and cut the arm of the person
standing next to them.
The employer gave the injured worker some bandages and reassigned them to
a lighter duty so that they did not have to report an injury causing lost work
time to OSHA.
Victoria believes that her co-worker’s accident happened because the work
stations on the line are too close together and because grease is not promptly
cleaned off the floors.
Victoria has also mentioned the pain that she has been experiencing in her
arms to her supervisor. She believes this pain is from doing the same motion
over and over for hours. She to be rotated to a different task and for sharper
cutting tools, but was denied both requests.
Victoria doesn’t know much about OSHA but she has heard that this
organization can help workers who want to report safety and health violations.
She also has a business card from the employer, which shows her workplace to
be Pollo Poultry Processors, 555 Poultry Way, Iowa City, Iowa. Her supervisor’s
name is Roger Smith.
Take 15 minutes to review these facts and the information you have learned
about employee rights under OSHA.
You have been appointed Victoria’s representative. She has asked for help
filing an OSHA complaint. With your small group, make a list of the information
you would include in the complaint. If there is time, practice filling out the
complaint form.
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CHAPTER 7
OSHA INSPECTIONS
69
Chapter 7 Instructor Overview
The purpose of this chapter is to provide students with a basic understanding
of what happens during an OSHA inspection.
The instructor should provide the students with the information contained in
the following pages, either verbally or through overheads or handouts,
depending on the needs of the class. The students should work with their
small groups and use this information and their personal experiences to
perform the activity at the end of the chapter.
70
OSHA INSPECTIONS
A. Inspection priorities
OSHA usually conducts inspections without advance notice to the employer.
Because there are more workplaces than OSHA inspectors, OSHA has to
prioritize which places it will inspect. It uses the following system:
PRIORITY CATEGORY OF INSPECTION
1ST Imminent Danger
2ND Fatality/Catastrophe
3RD Complaints/Referrals
4TH Programmed Inspections
1. Imminent Danger is the top priority. This is where there is a danger that
is expected to cause death or serious physical harm immediately. An
example of this would be people working on scaffolding that is so
unstable that it can collapse at any minute.
2. Fatalities and Catastrophes are next in priority. Employers are required
to report to OSHA all workplace deaths and any incident where 3 or more
workers are hospitalized. OSHA begins these investigations as soon as
possible after getting the report.
3. Complaints and Referrals are OSHA’s third priority. Complaints can be
filed by a worker or a worker’s representative about health and safety
hazards in the workplace. Generally the complaint should be written and
signed, but OSHA will contact the employer by telephone where the
complaint is made over the phone. Referrals from other government
agencies are processed in the same way.
4. Programmed inspections are the lowest priority. This is where OSHA has
decided to target certain employers or industries with high injury and
illness rates.
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B. What happens during an OSHA inspection?
There are four major stages:
1. Presenting Credentials. The OSHA inspector presents his or her
credentials to the employer.
2. Opening Conference. This part is generally brief. The inspector finds out
if workers are represented and if so, makes sure that the representative
participates in the inspection. The inspector will also explain why OSHA
chose that worksite for an inspection, explains the purpose of the visit,
and gets information about the company.
3. Walkaround. The inspector will then walk around the workplace to
inspect for hazardous working conditions. The inspector may also
interview workers, take photographs or videos, or take measurements of
harmful substances. All worker interviews are done in private, although
workers can request that their representative be there.
4. Closing Conference. After the walkaround, the inspector will have a
closing conference with the employer and worker representatives. This
can be done together or separately. If it is done separately, then the
OSHA inspector will talk to the worker before talking to the employer, so
it can use the worker’s feedback in the discussion with the employer. At
this time, the employer is informed of his or her rights and
responsibilities, and there is a discussion of the violations that the
inspector has found.
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C. Citations and penalties
OSHA does not give out citations at the closing conference. The citation
is sent in the mail at a later time (within 6 months of the inspection.)
Citations contain information about the regulations and standards that
the employer has violated. They also state the length of time that the
employer has to fix the problem and the proposed penalties.
The employer is required to post the citation at or near the place where
the violation occurred for 3 days or until the problem is fixed.
The amount of the penalty increases depending on the seriousness of
the violation. It can also be decreased depending on the employer’s
history of previous violations, willingness to comply with OSHA, and size
of the company.
D. Appeals process
Employers and workers have the right to disagree with and appeal parts
of an OSHA citation. However, the employer has more rights than
workers in this process.
Workers can request a meeting with OSHA to talk about the inspection,
citations, penalties, the amount time that OSHA has given the employer
to fix the problem, and other issues such as whether the employer is
contesting OSHA’s citation or penalty. Workers can contest the amount
of time OSHA has given the employer to fix the problem, but they cannot
contest citations or penalties.
The employer can request a meeting with OSHA and can reach a
settlement that adjusts citations and penalties.
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ACTIVITY 7-1
OSHA INSPECTIONS
Discussion:
Ask the students:
Tell us about any time that you filed an OSHA complaint and what happened.
Tell us about any time that you saw or participated in an OSHA inspection and
what happened.
Activity Instructions:
After receiving Victoria’s complaint about the injured worker and overcrowding
(see Chapter 6 activity), OSHA has decided to inspect the poultry plant where
she works.
Take 5-10 minutes to prepare a skit in which OSHA visits Victoria’s workplace.
The students should play the role of OSHA inspector, employer, Maria’s
representative, Maria, and other workers.
Victoria wants to make sure that OSHA cites the employer. Meanwhile, the
employer is surprised and angry about OSHA’s visit. Skits should be no longer
than 5-10 minutes.
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CHAPTER 8
INTRODUCTION TO ERGONOMICS
75
Chapter 8 Instructor Overview
The purpose of this chapter is to provide an introduction to ergonomics.
The instructor should distribute the following pages as handouts to the class or
use the sheets as overhead slides. The students should work with their small
groups and use this information and their personal experiences to perform the
activities at the end of the chapter.
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INTRODUCTION TO ERGONOMICS
What is Ergonomics?
Ergonomics is the science of designing the job to fit the needs of the worker,
instead of having the worker fit the needs of the job.
For many workers, ergonomics may not be high on their list of priorities, but
injuries caused by badly designed work conditions can lead to serious injuries
over time. These injuries can occur in the hands, wrists, joints, the back, or
other parts of the body. These injuries are called musculoskeletal disorders.
For employers, setting up a well-designed workplace can be expensive in the
beginning because they may need to spend money on equipment or training.
However, injuries from poor working conditions can end up costing the
employer more money in the end. Employers lose money when workers miss
days of work due to pain or injury, and it is expensive for employers to have to
hire and train new workers when other workers leave due to injury or illness.
Remember that the employers’ workers’ compensation policy should
compensate workers for disabling injuries.
Ergonomics Chapter materials adapted from International Labor Organization’s Ergonomics
Curriculum: http://actrav.itcilo.org/actrav-english/telearn/osh/ergo/ergoa.htm
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Introductory Activity
Have one or two participants demonstrate the position that they work in, how
they hold their tools, and how it makes their body feel after a day of work.
Some examples of work conditions that can lead to injury are:
tools and tasks that require you to twist your hand or joints, such as the
work many mechanics perform
applying too much pressure on parts of the hand, back, wrists or joints
working with the arms outstretched or over the head
working with a bent back
lifting or pushing heavy loads.
Source: http://actrav.itcilo.org/actrav-english/telearn/osh/ergo/ergoa.htm
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Here are a few examples of the ways in which ergonomics can be used to
improve working conditions:
BEST AND PREFERRED WORK ZONES
Work is safest when lifting and reaching is performed in these zones. Working
outside these work zones may increase the risk of injury. It is particularly
important to perform heavy lifting tasks within the best work zone.
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Workers and equipment should be positioned so that workers can
perform their jobs with their upper arms at their sides and with their
wrists straight.
Hand tools that cause discomfort or injury should be modified or
replaced. For example, pliers can be either straight or bent, depending
on the need.
80
Standing work should be minimized, since it is often less tiring to do a
job sitting than standing.
Where possible, machines or technology should be used to improve
working conditions.
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A task should not require workers to stay in awkward positions, such as
reaching, bending, or hunching over for long periods of time.
Workers need to be trained in proper lifting techniques. A well designed
job should minimize how far and how often workers have to lift.
Job assignments should be rotated to minimize the amount of time a
worker spends doing a highly repetitive task, since repetitive work
requires using the same muscles again and again and is usually very
boring.
Source: http://actrav.itcilo.org/actrav-english/telearn/osh/ergo/ergonomi.htm
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BODY MAP
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ACTIVITY 8-1
Body Mapping
Hand out a sheet with a diagram of a human body, from the front and
from the back (such as the diagram on the previous page) to each
student. Have a large version of the same diagram on the chalkboard or
flipchart at the front of the classroom.
Ask the students to mark with an ―X‖ the parts of the body that they
believe are being affected by their work. After they are done, have them
come up to the front to mark the diagram at the front of the classroom.
The final diagram can look something like the picture below.
Explain to the students that they can speak with you individually if they
do not want to share their injury or illness with the group.
Ask students to explain why they put their marks on the body.
Point out the injuries and illnesses that are common among workers in
certain industries.
Have the class participate in a discussion about this, with questions such
as why they think these injuries occur, what can they do to reduce the
chance of injury, etc.
Example of Body Map.
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ACTIVITY 8-2
Using the Body Map
Pick one or two illnesses or injuries from the body map.
You have been chosen as representatives for your group of workers. They have
asked you to speak with the supervisor about workplace conditions. Take 5
minutes to think about some ways that your employer could make changes
that would reduce ergonomics problems in your workplace. Present to the
class.
ACTIVITY 8-3
Hand Exercises
Have a nurse or physical therapist visit the class and recommend warm-up
hand exercises to avoid repetitive stress injuries.